СМЫСЛЫ ПСИХОЛОГИЧЕСКОЙ КОМФОРТНОСТИ ОБРАЗОВАНИЯ И МОДЕЛИ ЕЕ ФОРМИРОВАНИЯ В СОВРЕМЕННОЙ СЕЛЬСКОЙ ШКОЛЕ

Abstract

The state of modern society is characterized as psychologically overstrained. In this situation, the need for upbringing in the education system of a psychologically healthy person is actualized, possessing antifragility, socially tempered and ready to cope with negative psychological experiences caused by uncertainty and rapid changes in the surrounding reality. In this regard, the school has a social order for the implementation of the mission of psychological support and support of a growing person, which is additional to the three traditional functions. One of the fundamental conditions for the performance of the new function by the school is the psychological comfort of education while ensuring the continuous development of the personality. The purpose of the article is to identify the specifics of solving this problem for rural school, which has fundamental differences from the educational organization of a metropolis, associated with high variability of the characteristics of the educational process in such schools, their traditional features and, at the same time, the influence of new global processes. The basis of the methodological foundation is the humanistic paradigm of education, among the basic methods we will single out the content analysis of the concepts «psychological comfort of education», «psychologically comfortable educational environment ina rural school», theoretical modeling of the phenomenon of psychologically comfortable educational environment and its formation in rural school. Psychological and pedagogical interpretations of the psychological comfort of education, its objective, subjective and objective-subjective aspects are highlighted. Within the framework of the psychological approach, the essence of the phenomenon under study is revealed through a person's inner sense of himself in a system of conditions, circumstances and opportunities; within the boundaries of pedagogical — psychological comfort of education is represented as a set of parameters, qualities, characteristics of the external environment of the subject. These ideas are associated with the concept of educational environment, which is built through the joint development of its interacting components. The objective aspect just emphasizes the objective-material basis of the phenomenon, the subjective — mental processes, states, personality qualities, the objective-subjective — has a socio-communicative nature and characterizes the processes of relations between the subjects of the educational process of rural school, taking into account its specifics. Two results of the formation of psychologically comfortable environment in which the educational process takes place are identified — direct and indirect; the introduction of the principle of psychological comfort into pedagogy is substantiated. The scientific novelty of the research is determined by highlighting the dual meanings of the integrative essence of the psychological comfort of education, explaining the possibility of personality development for all subjects of the educational environment and proposing fundamental ideas for constructing models for the formation of psychologically comfortable educational environment in rural school.